In this lesson students will be identifying the penny, nickel, dime, and quarter and identifying the value of each of these coins. This lesson starts out as a whole group lesson focusing on an anchor chart that has been created by the teacher with the students as they discover knowledge about the coins. This lesson includes a game, partner activity, and an independent matching activity. Also, this lesson addresses part "a" of the standard.
Grade Level(s): 1
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: pennies, dimes, nickels, quarters, money, penny, dime, nickel, quarter, coins, value of coins, value, recognition
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will identify the value of coins: pennies, nickels, dimes, and quarters by using manipulatives to match the coin to its value.
Students will attend to precision while sorting the coins by identifying the coin and its value.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need to recognize and write the numbers 1-25.
Guiding Questions: What are the guiding questions for this lesson?
- What is this coin? (for each coin)
- What is a coin used for?
- How could we describe this coin? (say for each coin)
- What is on the front and back of the coin? (say for each coin)
- How do you know what coin it is?
- What do you notice about the size, shape, color of this coin?
- What is the value or the unit for this coin? (say for each coin)
- How do you know the value or unit for this coin? (say for each coin)
- Do you notice anything else about the coins?(say for each coin)
Teaching Phase: How will the teacher present the concept or skill to students?
- The teacher will start the lesson out with a situation to gain the students interest. The teacher will say, “I was cleaning my car and I found these things under my seat. Boys and girls, can you help me figure out what these are?”
- Possible student responses would be: coins, circles, money. If a student responds with the answer circles then the teacher will explain that they are circles, but that’s not the label we give to these items, that’s an attribute.
- The teacher will then say, “What do we use these for?”
- Possible student responses would be: “To buy things, toys, food, etc..”
- The teacher will then ask the students to put their thumb up if they have seen the coins before. Thumbs down if they have not.
- The teacher will then ask the students to put their thumb up if they have used coins before to buy something. Thumbs down if they have not.
- The teacher will put up chart paper divided into four boxes. The teacher will put the names of each coin at the top of each box on the chart paper along with the picture of the coin.
Sample of Anchor Chart.pdf
Sample of completed Anchor Chart.pdf
Picture of big coins for anchor chart.pdf
- The teacher will give each student a penny to observe. The teacher will ask these questions:
- “What coin is this?” Possible student responses could be: dime, nickel, penny, quarter. If students answer dime, nickel, quarter the teacher will ask the next question for students to justify his/her answer.
- “How do you know?” Possible student responses could be “I know it’s a penny because it’s brown. If students have misconceptions about which coin it is then the teacher will explain that the penny looks different than the other coins.
- “What is on the front of the penny?” Possible students responses: “ a man, a head, Lincoln, words, numbers” This is where the teacher will explain that the man on the front is President Lincoln, our 16th President.
- “What is on the back of the penny?” Possible student responses: ”building, letters, words, a shield, a banner” This is where the teacher will explain that on the back of the coin is the Lincoln Memorial in honor of our 16th President.
- “What is the value of this coin?” Possible student responses: “one, five, ten, twenty-five” If students have misconceptions about the value of the penny, the teacher will explain that the penny is worth one cent. She can relate it to counting on the number chart or counting cubes of base ten blocks.
- “How could we describe this coin?” Possible student responses: “ brown, round, circle, man on the front, building on the back, smooth edges.” Students may not know the man on the front is President Lincoln. This would a time to let them know.
- “What else do you notice about this coin? Possible student responses: “It is round like the other coins. The dime and the penny are both thin compared to the nickel and quarter.”
- The teacher will chart out the student responses on the chart under the penny.
- The teacher will give each student a nickel to observe. The teacher will ask the same questions in number eight and chart out the student responses under the nickel.
- Possible student responses for the nickel questions:
“Penny, dime, nickel, quarter. “ If students do not answer with nickel. The teacher will point out that it looks different from the penny so it couldn’t be the penny. The teacher might have to give some clues like: “it’s not the biggest coin and it’s not the smallest.”
“I know because it is bigger than the penny. It looks different than the penny. It’s silver.”
“words, letters, a person, “ The teacher would explain that President Thomas Jefferson is the person on the front.
“words, letters, a building” The teacher would explain that the building is called Monticello. It was Thomas Jefferson’s home.
“five, one, ten, twenty-five” If students do not respond with five then the teacher would remind them that a penny is one and help them narrow down the answers. Count to five.
“round, silver, thicker than the penny, bigger than the penny”
- The teacher will give each student a dime to observe. The teacher will ask the same questions in number eight and chart out the student responses under the dime.
- Possible student responses for the dime:
“Penny, dime, nickel, quarter. “ If students respond with the penny or nickel the teacher will remind them by showing on the chart that they have identified the penny and nickel already.
“I know because the dime is silver and smaller than the nickel. It has rough edges.“
“words, letters, a head, a person, numbers” This is where the teacher would tell the students that the person on the front of the dime is President Roosevelt.
- “Plant, fire, leaves, letters, numbers, words” This is where the teacher will explain that one of the plants on the back is an olive branch, which is a symbol of peace. The other plant is an oak branch, which is a symbol of strength and independence. The torch is a symbol of liberty.
- “five, one, ten, twenty-five” If students respond with one, five, or twenty-five then the teacher will remind them that the penny is worth one and the nickel is worth five and the quarter is worth twenty-five.
“silver, it’s the smallest coin, but it’s worth more than the penny or nickel, round, edges are not smooth.”
- The teacher will give each student a quarter to observe. Make sure to give students quarters with the same back. After charting the answers to the questions the teacher will then show the students how some quarters have different backs with information about a particular state. The teacher will ask the same questions in number eight and chart out the student responses under the quarter.
- Possible student responses for the quarter:
“Penny, nickel, dime, quarter. “ If students do not respond with quarter then the teacher will remind them by referring to the chart that the penny is worth one, the nickel is worth five, and the dime is worth ten.
“I know because the quarter is the biggest coin.”
“letters, words, a head, a man” This is where the teacher would explain that the man on the front of the quarter is George Washington our first President.
“letters, words, a bird, an eagle”
“one, five, ten, twenty-five. I know it’s twenty-five because a lollipop costs one quarter.” If students do not answer twenty-five cents then the teacher will refer to the chart and remind them that a penny is worth one, a nickel is worth five, and a dime is worth ten. So that leaves the quarter which is worth twenty-five. It’s the bigger coin.
“round, bigger than the other coins, silver, rough edges”
“It is different from the other coins because the pictures on the back change. It is bigger than the other coins. Its value is more than the other coins.” The charts will be revised as the students learn and discover more about the coins.
- The revising process can be during or after the lesson.
- The teacher or students may write the responses on the charts.
- Some misconceptions might be the incorrect values for the coins. The teacher could post what students say and then during the closure go back and check the chart and see if there is accurate information. Students should notice the incorrect values if there are any.
- After making the anchor charts the teacher will have everyone spread out on the floor in a circle to play a coin recognition game called Bankrupt.
- The teacher will have 50 popsicle sticks in a solo cup with one coin on each one making sure to use pennies, dimes, nickels, and quarters. Use ten pennies, ten nickels, ten dimes, and ten quarters. Ten popsicle sticks will have Bankrupt written on them. All popsicle sticks will be coin side down in the cup.
- The students will take out one popsicle stick, say the name of the coin and its value.
- If they get it correct they keep the stick. If they miss it they put the stick back into the cup.
- Then the cup is passed to the next student.
- If a student pulls out the stick with Bankrupt on it, then all of his/her sticks go back into the cup.
- This game is played as a whole group in this lesson, but it then can be put in a math center for students to play with a partner.
- After or during the game the teacher can make reference to the anchor chart and add anything else that the students have discovered about each coin.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
- Students will be matched up with a partner and given a bag of coins and a sorting mat. There are two types of sorting mats that the teacher can use. One will show the student's knowledge of the names of the coins and identifying them. One sorting mat will show the student's knowledge of identifying the value of each coin. One sorting mat has the name and value and students will have to sort the correct coin. The teacher can decide which sorting mat would be appropriate for the students.
Coin Sorting Mat 2.docx.pdf
Coin Sorting Mat 3.pdf
Coin Sorting Mat 1.pdf
- Students will be told to discuss with their partner why they put the coin on the sorting map and what they know about the coin.
- While students are sorting their coins the teacher will circulate to partners and make observations. The teacher can refer to the class anchor chart or the previous asked guided questions.
- The teacher will clear up any misconceptions about identifying the coins correctly with their correct amount by referring the students to the class anchor chart.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
- Students will be given a bag of money cards with a picture of the coin, the coin's value, and the amount. There will be cards for each coin: quarter, nickel, dime, and penny.
Coin matching activity.pdf
- Students will work independently, while the teacher circulates and makes anecdotal notes.
Checklist and Anecdotal Notes.
- Teacher can again use the guided questions as needed. The teacher can also refer students to the anchor chart with the information about each coin to help guide them.
- As students finish, they will leave their card combinations on their desk. They can play the Bankrupt game with a partner or choose the money sort activity.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
- Students will come back together as a whole group.
- The teacher will refer to the anchor chart and review over the day's learning.
- At this time, the teacher will ask, "Is there anything else that we need to add to our chart?" "Why?" "How do you know?" Student responses will depend on what was posted at the beginning of the lesson.
- The teacher will also ask, "Is there anything on our chart that we would like to change now that we know a lot more about the coins?" "Why?" "How do you know?"
- This is the time where misconceptions can be cleared up. There may have been some values for the coins that students gave at the beginning of the lesson that they will notice at this time is not correct.
- The teacher will say, "Today boys and girls we have learned a lot of information about the four coins. We will continue to review these because you will be using money for the rest of your life."
- The students will do the summative assessment at this time.
- Students will get out their math journals.
- Students will use the money stamps to stamp a penny, nickel, dime, and quarter in their math journal.
- Next students will write the amount beside each coin and label it with the proper name and its correct value.
- Students will be working independently without the anchor chart.
- The teacher will circulate and observe and make anecdotal notes.
- The teacher will take up the math journals and will use the rubric to check the students' understanding, and score using the following Rubric for Summative Assessment.
- Students will be able to use their math journals for future reference when working with coins.
- The teacher could use the math journals to form small groups for the next day.
Assessing Prior Knowledge (this may be done in a previous lesson):
- The week before the lesson the teacher will do a quick check of identifying and writing the numbers 1-25 paying particular attention to the numbers 1, 5, 10 and 25.
- Students will use their white board and will write the number the teacher calls out: 1, 5, 8, 10, 25.
- The teacher can check more numbers or less depending on what the students in the class are able to do.
- The teacher will make note of students who did not answer correctly and will work with them in a small group or one-on-one to practice identifying and writing the numbers 1-25.
During the lesson:
The teacher will visit each set of partners during their coin sort to observe the students and make notes or mark what coins and values the students can recognize. Checklist and Anecdotal Notes.
Feedback to Students
As students are participating in the partner coin sorts, the teacher will meet with each student for a quick conferring. Questions the teacher will ask:
- What is this coin?
- How do you know?
- How much is this coin worth?
Possible student responses could be:
- "Penny, dime, nickel, quarter, money, coins"
- "I know the penny because it’s brown"
- "I know the dime because it’s the smallest coin"
- "I know this is the nickel because it’s not the biggest or smallest coin. It's medium sized. It has smooth edges."
- "I know this is the quarter because it's the biggest of the coins."
- "I know the value of the penny is one because it is just like counting 1, 2, 3 kind of like counting cubes.
- "I know the value of the nickel is five because it is like counting by 5s."
- "I know value of the dime is ten because it is like counting by 10s on the number chart."
- "I know the value of the quarter is twenty-five because it is the biggest coin with the largest value."
Possible Student Misconceptions:
- Students could get the coins confused because a nickel and a quarter are the same color.
- Students may think that the nickel is more than the dime because the dime is smaller.
- The teacher will make notes during the partner coin sort of students who are having difficulty on this Checklist and Anecdotal Notes Chart.
- Students having difficulty during the coin sorts will confer with the teacher in a small group or one-on-one for a review.
ACCOMMODATIONS & RECOMMENDATIONS
- The anchor chart will serve as a visual representation of the students' knowledge of the coins. Students can refer back to the chart as needed. This is beneficial for English Language Learners.
- Struggling students or English Language Learners should be strategically placed with a partner so they will be successful.
- Students who continue to struggle with the coins and their value will confer with the teacher in a small group or one-on-one. The game Bankrupt and the sorting mat can be used again to review with these students.
- The sorting mat with Accommodations can be used for students who are still having difficulty.
Coin Sorting Mat with Accomodations.pdf
Extended thinking questions:
- What would be easier to use if you went shopping for toys at Wal-Mart: pennies or dimes? Why?
- What would be easier to use if you went shopping for a television: dimes or quarters? Why?
Extended Activities for Centers:
- Students will have the Bankrupt game to use in centers.
- Students will have the sorting mat and coins to use in centers.
- Students will have the matching coins/values/ and names to use as puzzles in centers.
- Students could use a magnifying glass to look closely at each coin. There may be information that might need to be added to the anchor chart after this activity. Students might be given the mystery to find Lincoln in the Lincoln Memorial.
Higher Level Extended Activities for Centers:
- Students will be encouraged to sort the coins in groups and count the different values. 2.Students will be encouraged to sort the coins in combinations and count the different values.
Suggested Technology: Document Camera
Special Materials Needed:
Materials for formative assessments:
- white boards
- white board marker and erase
Materials for Teaching Phase, Guided Practice, Independent Practice:
- 1 piece of chart paper for anchor chart
- big set of coins: penny, nickel, dime, quarter
- coin sorting mat (partners share a mat)
- bag of 5 dimes, 5 nickels, 5 pennies, and 5 quarters)(partners share a bag)
- coin stamps and stamp pad for each table
- 1 solo cup (Bankrupt game)
- 40 popsicle sticks with one coin glued to the end of each one.(Bankrupt game)
- 10 popsicle sticks with bankrupt written on them. (Bankrupt game)
- Set of matching cards for each student.
- Rubric for Summative Assessment
The teacher should do the following before the day of the lesson:
- Make the Bankrupt game (teaching phase)
- Put 5 pennies, 5 dimes, 5 nickels, and 5 pennies in zip lock bags (1 for each partner group)
- Cut and put matching cards in zip lock bags. (one for each student)
- Make anchor chart outline.
Students will attend to precision by sorting coins to identify the coins and their value. (MAFS.K12.MP.6.1)
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Angela Stone
District/Organization of Contributor(s): Citrus
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.